Student Laptop Use and Scores on Standardized Tests

Kposowa, Augustine J.; Valdez, Amanda D.

doi:10.2190/ec.48.3.d

Cited by 43 publications

(10 citation statements)

References 43 publications

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“…Positive results in ELA were also reported in additional studies not included in the meta-analysis because insufficient statistical information was provided for computing effect size (e.g., Bebell & Kay, 2010;Kposowa & Valdez, 2013;Zheng, Warschauer, & Farkas, 2013). For example, Bebell and Kay (2010) found that eighth-grade students in laptop classroom environments had higher ELA score growth than their comparison peers within 2 years of implementation of the laptop program, based on the Massachusetts Comprehensive Assessment System test.…”

Section: English Language Artsmentioning

confidence: 96%

Learning in One-to-One Laptop Environments

Zheng

Warschauer

Lin³

et al. 2016

Review of Educational Research

204

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Over the past decade, the number of one-to-one laptop programs in schools has steadily increased. Despite the growth of such programs, there is little consensus about whether they contribute to improved educational outcomes. This article reviews 65 journal articles and 31 doctoral dissertations published from January 2001 to May 2015 to examine the effect of one-to-one laptop programs on teaching and learning in K–12 schools. A meta-analysis of 10 studies examines the impact of laptop programs on students’ academic achievement, finding significantly positive average effect sizes in English, writing, mathematics, and science. In addition, the article summarizes the impact of laptop programs on more general teaching and learning processes and perceptions as reported in these studies, again noting generally positive findings.

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Section: English Language Artsmentioning

confidence: 96%

Learning in One-to-One Laptop Environments

Zheng

Warschauer

Lin³

et al. 2016

Review of Educational Research

204

View full text Add to dashboard Cite

show abstract

“…The field of educational and instructional technology focuses on issues of technology adoption and integration through studies that address faculty attitudes (Marzilli et al , ; Smith, ), students perceptions of technology in higher education (Parker, Bianchi & Cheah, ), and even preservice teacher perceptions of technology and innovation in the classroom (Ajayi, ). Studies that address impacts on student achievement are also prevalent in higher education (Castillo‐Merino & Serradell‐López, ) and K‐12 settings (Kposowa & Valdez, ; Lei & Zhao, ). Yet rarely are questions raised about how individual educators understand and define innovation in their teaching and use of technology.…”

Section: Introductionmentioning

confidence: 99%

Understanding university faculty perceptions about innovation in teaching and technology

Kopcha¹,

Rieber²,

Walker³

2015

Brit J Educational Tech

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The purpose of this research is to understand faculty perceptions about innovation in teaching and technology in a college of education in a research‐intensive university. This study was motivated by the creation of a new initiative begun in a large college of education at a Carnegie Research‐Intensive university to promote innovation in teaching with the support and creative use of technology. This study used Q methodology, a mixed methods research design involving quantitative and qualitative analysis of descriptive data derived by a sorting activity. Results showed four emerging profiles about how faculty perceive innovation in teaching and technology. Faculty comprising three of these profiles shared the characteristic of valuing technology's role in teaching, though in different, nuanced ways. Faculty representing the fourth profile, in contrast, were generally cautious and skeptical of using technology for teaching. Implications of the study are discussed, including the caution not to assume that college faculty share meaning for words like “innovation in teaching and technology.” Also, the results of this study are useful to understanding theories of innovation based on faculty's perceptions of their ability to adapt to rapidly changing and ever‐increasing technology innovations for teaching.

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“…In an evaluation of the Texas one-to-one Technology Immersion Pilot (TIP) project, Shapely et al 2009 Lowther et al (2003) showed similar results for sixth and seventh grade students in 61 schools across Florida, including a positive relationship between participation in the one-to-one technology initiative and mathematics achievement. In a more recent study, Kposowa and Valdez (2013) found that California students who were placed in a one-to-one laptop initiative classroom had significantly higher academic performance in English, mathematics, and science than students not participating in the one-to-one technology program.…”

Section: Effects Of One-to-one Technology Initiatives On Student Acadmentioning

confidence: 97%

Teachers’ pedagogical beliefs about using computing devices in one-to-one technology initiative schools

Steffensmeier¹

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Using a qualitative multiple case study design, this study investigated the ways that teachers' pedagogical beliefs about learning: 1) affect students' access to and use of one-to-one technologies and 2) shape one-to-one learning environments. Results indicate that teachers' pedagogical beliefs are not a predictor of student access to computing devices, but do impact how students use the devices in the classroom. Also, teachers' use of technology resources reflects their pedagogical beliefs. Teachers in the study reported that the increased access to technology via a one-to-one program positively impacted the learning environment by: facilitating better communication with students; empowering students; providing better feedback to students; making the teachers' job easier; providing teachers and students with better access to resources; allowing more ways to differentiate student learning; developing 21 st century technology skills; providing variety; and helping motivate students to learn. Teachers' perceived negative impacts of the one-to-one program centered on the difficulties of shifting to new classroom management methods that accommodate technology devices and the distractions associated with the computing devices. Teachers also reported that they need better professional development to successfully integrate technology into their classrooms. Future professional development for one-to-one programs should be directed towards developing student-centered pedagogies with a focus on collaboration and integration of technology into the educational curriculum. v

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Student Laptop Use and Scores on Standardized Tests

Cited by 43 publications

References 43 publications

Learning in One-to-One Laptop Environments

Learning in One-to-One Laptop Environments

Understanding university faculty perceptions about innovation in teaching and technology

Teachers’ pedagogical beliefs about using computing devices in one-to-one technology initiative schools

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